Flipped learning in higher school: theory and practice
Abstract
The article clarifies the essence of the technology of "flipped learning" and reveals the main stages of the educational process during the application of this technology, models of "flipped learning" for the educational process are taken into account, and the advantages of the technology of "flipped learning" are highlighted, which are taken into account when training specialists in institutes. Having disclosed the content of the main elements of the "flipped learning" technology and proposing an algorithm for conducting classes using this technology, we experimentally proved that the use of "flipped learning" technology is an actual technique in the formation of independent educational work and is necessary for the educational process. The purpose of the study was to determine the criteria for comparing the results of traditional training and training using the "flipped learning" technology. EG respondents noted that using the "flipped learning" method, it is easy for them to learn the material; they are more active in class; can process more educational material, they are attracted by the independence in processing new information, the availability of electronic educational materials, the opportunity to study educational materials at their own pace, anywhere, at a convenient time.
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References
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Leão, P., Coelho, C., Campana, C., & Viotto, M. H. (2023). Flipped classroom goes sideways: reflections on active learning methodologies. Revista de Gestão, 30(2), 207-220. https://doi.org/10.1108/REGE-04-2021-0066
Morán, L. (2022). Blended learning a través del modelo de aula invertida: experiencias de prácticas en el nivel superior. Virtualidad, Educación Y Ciencia, 13(25), 9-31. https://doi.org/10.60020/1853-6530.v13.n25.37678
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Reyes-Ruiz, G. (2022). La realidad aumentada como una tecnología innovadora y eficiente para el aprendizaje de idiomas en un modelo pedagógico Flipped Learning. Pixel-Bit-Revista de Medios y Educación, 65, 7-36. https://doi.org/10.12795/pixelbit.93478
Riabukha, T., Hostishcheva, N., Kulykova, L., & Kharchenko, T. (2020). “Flipped Classroom” as an innovative technology for teaching foreign languages in higher education. Pedagogy of the formation of a creative person in higher and secondary schools, 2(72), 100-106. https://doi.org/10.32840/1992-5786.2020.72-2.20
Ridkodubska, H. (2021). Interactive innovative technologies during the teaching of the course «Project management in education». Humanitarian studies: history and pedagogy, 1, 78-87. https://acortar.link/QcxeRs
Slushnyi, O. M. (2016). Technology «flipped» innovative teaching as a means of improving the quality of education. Scientific notes of Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynskyi. Series: pedagogy and psychology, 48, 19-23. http://nbuv.gov.ua/UJRN/Nzvdpu_pp_2016_48_6
Shetelya, N., Oseredchuk, O., Cherkasov, V., Kravchuk, O., Yarova, L., & Kuchai, O. (2023). Competency approach in preparing professionals in an innovative educational environment in higher education. Revista Conrado, 19(S3), 298-307. https://acortar.link/snM5C7
Stratan-Artyshkova, T., Kozak, Kh., Syrotina, O., Lisnevska, N., Sichkar, S., Pertsov, O., & Kuchai, O. (2022). Formation of new approaches to the use of information technology and search for innovative methods of training specialists within the pan-European educational space. International journal of computer science and network security, 22(8), 97-104. https://doi.org/10.22937/IJCSNS.2022.22.8.13
Cueva, A., & Inga, E. (2022). Information and communication technologies for education considering the flipped learning model. Educ. Sci., 12, 207. https://doi.org/10.3390/educsci12030207
da Silva, C. M. B. (2021). Sala de aula invertida: reconstruindo o processo de ensino e de aprendizagem por meio de uma metodologia ativa. Cadernos de Educação Tecnologia e Sociedade, 14(1), 142-150. https://doi.org/10.14571/brajets.v14.n1.142-150
Dobrovolska, N. (2020). The technology of flipped learning in a higher school in quarantine conditions. Current issues of humanitarian sciences, 32(1), 198-202. https://doi.org/10.24919/2308-4863.1/32.214501
Honchar, N. P., Zadorina, O. M., & Lopatynska, N. A. (2022). The efficiency of applying the «Flipped Classroom» model in the process of teaching students of pedagogical specialties. Innovative pedagogy, 45, 82-87. https://doi.org/10.32843/2663-6085/2022/45.16
Honcharuk, O. M., Shust, L. M., & Datsiuk, V. V. (2021). Features of application of the "Flipped Learning" technology in the primary school as a method of forming the independent reading activity of educators. Academic studies. Series "Pedagogy", 1, 25-32. https://doi.org/10.52726/as.pedagogy/2021.1.3
Klekho, O., & Chetverykova, T. (2023). Implementation of the "Flipped Classroom" technology in the teaching of elective educational components in a teaching college. Psychological and pedagogical problems of modern school, 1(9), 6-11. https://doi.org/10.31499/2706-6258.1(9).2023.279328
Kolomiets, O., & Demydenko, T. (2022). Application of the flipped classroom technology in the professional training of social workers. Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», 1(50), 128-133. https://doi.org/10.24144/2524-0609.2022.50.128-133
Konoplianyk, L., & Melnykova, K. (2019). The use of the "Flipped Class" technology in teaching foreign languages for specific purposes. Bulletin of the National Aviation University. Series: Pedagogy. Psychology, 2(15), 38-45. https://doi.org/10.18372/2411-264X.15.14401
Kovtun, O., & Krykun, V. (2019). Methodology of application of flipped learning technology in the process of training future foreign language teachers. Electronic scientific publication "open educational e-environment of modern university". 153-160. https://acortar.link/ABxxlX
Kuchai, O. V. (2014). Innovative technologies in the training of highly qualified specialists in the field of pedagogy (pp. 436-443). In the Self-concept of academician Nelly Nychkalo in the dimension of professional development of the personality. Institute of Pedagogical Education and Adult Education of the National Academy of Sciences of Ukraine. https://er.nau.edu.ua/bitstream/NAU/25585/1/10.pdf
Leão, P., Coelho, C., Campana, C., & Viotto, M. H. (2023). Flipped classroom goes sideways: reflections on active learning methodologies. Revista de Gestão, 30(2), 207-220. https://doi.org/10.1108/REGE-04-2021-0066
Morán, L. (2022). Blended learning a través del modelo de aula invertida: experiencias de prácticas en el nivel superior. Virtualidad, Educación Y Ciencia, 13(25), 9-31. https://doi.org/10.60020/1853-6530.v13.n25.37678
Prykhodkina, N. (2015). The efficiency of the "Flipped Classroom" technology in the lecturers’ teaching process. ScienceRise, 4/5(9), 40-44. https://doi.org/10.15587/2313-8416.2015.41398
Reyes-Ruiz, G. (2022). La realidad aumentada como una tecnología innovadora y eficiente para el aprendizaje de idiomas en un modelo pedagógico Flipped Learning. Pixel-Bit-Revista de Medios y Educación, 65, 7-36. https://doi.org/10.12795/pixelbit.93478
Riabukha, T., Hostishcheva, N., Kulykova, L., & Kharchenko, T. (2020). “Flipped Classroom” as an innovative technology for teaching foreign languages in higher education. Pedagogy of the formation of a creative person in higher and secondary schools, 2(72), 100-106. https://doi.org/10.32840/1992-5786.2020.72-2.20
Ridkodubska, H. (2021). Interactive innovative technologies during the teaching of the course «Project management in education». Humanitarian studies: history and pedagogy, 1, 78-87. https://acortar.link/QcxeRs
Slushnyi, O. M. (2016). Technology «flipped» innovative teaching as a means of improving the quality of education. Scientific notes of Vinnytsia State Pedagogical University named after Mykhailo Kotsyubynskyi. Series: pedagogy and psychology, 48, 19-23. http://nbuv.gov.ua/UJRN/Nzvdpu_pp_2016_48_6
Shetelya, N., Oseredchuk, O., Cherkasov, V., Kravchuk, O., Yarova, L., & Kuchai, O. (2023). Competency approach in preparing professionals in an innovative educational environment in higher education. Revista Conrado, 19(S3), 298-307. https://acortar.link/snM5C7
Stratan-Artyshkova, T., Kozak, Kh., Syrotina, O., Lisnevska, N., Sichkar, S., Pertsov, O., & Kuchai, O. (2022). Formation of new approaches to the use of information technology and search for innovative methods of training specialists within the pan-European educational space. International journal of computer science and network security, 22(8), 97-104. https://doi.org/10.22937/IJCSNS.2022.22.8.13
Published
2024-02-29
How to Cite
Wang, Q., Melnyk, H., Lishchynska-Kravets, H., Shpaliarenko, Y., & Tomashevska, M. (2024). Flipped learning in higher school: theory and practice. Amazonia Investiga, 13(74), 334-343. https://doi.org/10.34069/AI/2024.74.02.28
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